Summary:
It is clear that "modern" models of development, based on the over-exploitation of resources, have created frightening deadlocks, permanently wiped out life forms from the planet and threaten, in the foreseeable future, the very survival of humans on Earth.
The natural environment has been degraded by anthropogenic activities such as housing expansion, waste disposal, or the promotion of unsustainable investments. It is undeniable that nature is valuable to humans, but it is not clear whether nature itself has a moral value, which makes it worthy of protection.
At the same time, the interpretation of core moral values such as freedom, equality and solidarity should be subject to regular renegotiation at interpersonal, intercultural and international levels. Because civilized societies consist of a system of values and respect for all creations. Because really what we cause in nature today, seriously reduces the chances of future generations to live a better life. If moral respect is respect for the possibility of a better life for all others, it should be the same for future generations.
The renegotiation of some ethical values can be achieved with environmental ethics, in any educational action. Environmental ethics in education is an interactive process, which undertakes to problematize, and to sensitize the learner to all the fundamental dilemmas. In this approach, environmental ethics in education is a transverse dimension, because it must exist in a continuous form and take into account the multidimensionality of man and the complexity of his relationship with the universe.
Keywords:
environment, education, Environmental Ethics, Environmental education, Environmental education in school environment
